ERIC Number: ED038757
Record Type: Non-Journal
Publication Date: 1968
Reference Count: N/A
Teaching/Learning Processes: PROJECT DESIGN. Educational Needs, Fresno, 1968, Number 18.
De Lay, Donald H.; And Others
A theoretical framework of the learning process is presented and then used to evaluate the total educational program in the Fresno City Unified School District as part of PROJECT DESIGN, funded under ESEA Title III. According to this framework, the learner must develop a self-concept by which he feels he can learn. From this self-concept the learner must experience alternatives, that is, become actively involved in selecting what he wants to learn and how and when he wants to learn it. By being allowed to explore and search for meaning, an inquiring process is developed. The power of learning resides in the ability to keep a question open, lending to a concept of education as continuous or open ended. It is felt that, in Fresno, the teaching staff is biased toward keeping the student passive in the educational process. The above theoretical base should be used to change teachers' attitudes toward students. It is strongly suggested that a staff development program be instituted to provide detail on this learning theory and to promote desirable changes in the educational program. (LN)
Descriptors: Data Collection, Developmental Programs, Educational Needs, Educational Theories, Field Interviews, Learning Processes, Learning Theories, Secondary Education, Student Attitudes, Student Teacher Relationship, Teacher Improvement, Teaching Methods
Fresno City Unified School District, Calif. 93707
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Fresno City Unified School District, CA.
Identifiers - Location: California (Fresno)
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title III